Mobile Content and Scenario-Based Manikin for Improving Learning Outcomes in Obstetrics of Preclinical Medical Students.

BACKGROUND

Multimedia programs have emerged in higher education institutions, including medical school. There is no clear evidence that such a movement can improve medical student’s learning, application, and self-confidence especially high clinical skill procedures that are required to prepare before clinical year.

OBJECTIVE

To assess learning outcomes of knowledge, skill, application in medical students’ performance, and self-confidence in Leopold maneuver after using instructional media, mobile content compared with scenario-base manikin.

MATERIAL AND METHOD

All of third year medical students received standard objective structural clinical examination guide prior to perform maneuver then self-study with Suranaree University of Technology (SUT) mobile content before traditional lecture and scenario-based manikin in laboratory room. Student’s learning outcome, knowledge skill, application, and selfconfidence in obstetrics maneuver were assessed. Paired t-test was used to analyze data.

RESULTS

All 60 medical students completed the basic obstetrics, Leopold maneuver in introduction to clinical medicine course. Knowledge about indication, contraindication, and complication in scenario-based manikin, was higher than SUT mobile content significantly (p = 0.03). Clinical skills are statistically significant different between SUT mobile content and scenariobased manikin (p<0.01), except fourth step of Leopold maneuver, fetal heart sound assessment and interpretation. Preparation before procedure in first, second, and third step of Leopold maneuver, scenario-based manikin was significantly higher than SUT mobile content (p = 0.03, p<0.01, p = 0.04 and p = 0.04, respectively). Application in knowledge to publish and selfconfidence is better in scenario-base manikin (p = 0.01 and <0.01, respectively). Teacher has better ability of knowledge transfer to medical students in SUT mobile content than manikin (p = 0.01) but the use of learning time is no different.

CONCLUSION

SUT mobile content has reported increased learning outcomes to performed Leopold maneuver in knowledge and clinical skills. The application in knowledge to interpretation and applied to real practice were not different in both groups. The scenario-based manikin has higher self-confidence than mobile content.